To content

Dissertations in progress

Entrepreneurship Education aus wirtschaftsdidaktischer Perspektive unter Berücksichtigung komplexitätswissenschaftlicher Ansätze

Cognition and Entrepreneurial Decision-Making

Der Einsatz von Planspielen in der Ökonomischen Bildung – Eine interkulturelle komparative Untersuchung durch komplexitätswissenschaftliche Analyseverfahren

Completed dissertations

Topic: Betriebswirtschaftliche und steuerliche Beratung von Start-ups durch Steuerberater. Eine empirische Untersuchung als Beitrag zur Steuerberatungswissenschaft und Entrepreneurship-Forschung

Information:  Webshop Cuvillier Verlag

ISBN: 978-3-7369-7493-7

Image from the cover of the book Nonlinear Time Series Analysis as a New Method for Event Studies (Wagner, 2018). © Springer

Topic: Nichtlineare Zeitreihenanalyse als neue Methode für Eventstudien

Information: Webshop Springer Verlag

ISBN: 978-3-658-24442-2

Image from book cover Social Franchising (Lahme, 2018) © Springer

Topic: Social Franchising. Systematische Skalierung gesellschaftlich relevanter Tätigkeiten.

Information: Webshop Springer Verlag

Print ISBN: 978-3-658-21503-3, Online ISBN: 978-3-658-21504-0

Image from book cover Business Didactics Learning Diagnostics and Complexity (Sender, 2017). © Springer

Topic: Wirtschaftsdiagnostische Lerndiagnostik und Komplexität. Lokalisierung liminaler Unsicherheitsphasen im Hinblick auf Schwellenübergänge.

Information:  Webshop Springer Verlag

ISBN: 978-3-658-18947-1

Image from book cover System Competence for Entrepreneurs (Kriedel, 2017) © Springer

Topic: Systemkompetenz für Entrepreneure – Entwicklung der entrepreneurialen Systemkompetenz und eines Diagnoseinstruments

Information: Webshop Springer Verlag

ISBN: 978-3-658-18823-8

Topic: Employability und Geschäftsprozessorientierung - Modellentwicklung und Wirkungsanalyse im Kontext der kfm. Ausbildung


The demand for action and business process orientation in vocational training and the changed qualification requirements of the knowledge society as well as the resulting changed labor market promote the development of new innovative training concepts. One example of this is the Oberstufenzentrum für Bürowirtschaft und Dienstleistung in Berlin, which has implemented an ERP system in the full-time school-based training program for office clerks with the help of a new and innovative curriculum. This is aligned to business processes and structured in a spiral with learning situations. However, an empirical investigation of whether the change in training structures and the implementation of business process orientation have a positive effect on the vocational competencies of the trainees is still pending. This dissertation project investigates the impact of this concept on the skills and abilities of graduates and how these affect employability. To address this question, the concept of employability was examined in an international context. The following aspects were considered with a view to possible connections with the integration of an ERP system:

  •     Learning strategies as a necessary prerequisite for lifelong learning
  •     Problem solving competence

Use of new technologies With the help of an empirical research design, the following questions were examined, among others:

  •    Do the learning strategies of trainees develop to a particular degree during the course of their training and do these differ from the learning strategies of trainees in the dual system?
  •    Do graduates of full-time school-based training possess greater analytical and operational problem-solving skills than graduates of dual training?
Image from book cover Ökonomische Schulentwicklung (Mittelstädt, 2010) © Peter Lang

Topic: Ökonomische Schulentwicklung: Wissensbilanzierung zum angemessenen Umgang mit Komplexität


Model experiments and educational reforms in the German federal states (e.g. the model project "Selständige Schule" in NRW) show that schools are increasingly being made independent. This raises the question of their organizational development as well as their personnel development, ultimately their self-organization. How does my school function and why? Could it function even better? Will it still be able to survive five years from now under the ever-changing challenges? Can it respond quickly enough and correctly to change? These are some of the most important questions that leaders must ask themselves, even in schools.

To answer these questions, we must first succeed in making transparent the intellectual capital of a school, which exists in such a complex structure and in diverse relationships between, for example, teachers, learners, parents, regional business and the school board. In the sense of the theories of complex systems or synergetics, this means: This can best succeed if something like this is not ordered from above, but emerges in a self-organized way at the grassroots level. For this purpose, a special set of instruments is needed that offers the possibility of generating synergetic effects. An important contribution to this can be made by an intellectual capital statement, which systematizes the intellectual capital of a school, records it holistically and makes it measurable.

Vgl. Andreas Liening und Ewald Mittelstädt (2009):Wissensbilanzierung im Bildungsmanagement für eine deregulierte Professionalität im Berufsfeld Ökonomischer Bildung In: Seeber, Günher (Hrsg.): Forschungsfelder der Wirtschaftsdidaktik – Herausforderungen, Gegenstandsbereiche, Methoden; Schwalbach: Wochenschau; S. 238-253.

ISBN: 978-3631611630

Image from book cover The Complexity Hypothesis of Career Research (Strunk, 2010). © Peter Lang

Topic: Die Komplexitätshypothese der Karriereforschung

Zugl.: Dortmund, Univ., Diss., 2008


One assertion runs like a thread through career research: careers are becoming increasingly complex. Some researchers are already mourning the death of the career. But the analyses presented in this book show that the number of job changes has not increased at all over the past 30 years. Does the much-vaunted complexity in new careers not exist at all? The fact that careers have actually become more complex over the past 30 years only becomes apparent when one takes a closer look. Only with the methods of chaos research can we show what was previously only assumed. Careers are becoming less and less predictable. Even if the number of job changes has not increased significantly, career interruptions are less predictable today than they used to be.

ISBN: 978-3631584798

Image from book cover Distributed Communities of Practice in Business Administration Education and Training (Paprotny, 2006) © Peter Lang

Topic: Verteilte Communities of Practice in der betriebswirtschaftlichen Aus- und Weiterbildung

Zugl.: Dortmund, Univ., Diss., 2006


Against the backdrop of an increasingly dynamic economic environment, both theory and practice repeatedly note the limited scope of traditional forms of business education and training for managers. The identification of inert knowledge and lack of transfer as a fundamental problem is rounded off by the diagnosis of insecurities in interpersonal interaction and weaknesses in work communication as central deficits of university graduates. The study develops a conceptual frame of reference for distributed communities of practice, which shows a theoretically sound and at the same time pragmatic way for the implementation of self-directed, cooperative and problem-oriented learning processes considering Internet-based knowledge exchange. The results of the empirical implementation show the innovative contribution of the concept with regard to the outlined problem areas and provide the reader with a detailed insight into the design of future-oriented learning processes in higher education and human resource development.

ISBN: 978-3631568323

Location & approach

The campus of TU Dort­mund University is located close to interstate junction Dort­mund West, where the Sauerlandlinie A 45 (Frankfurt-Dort­mund) crosses the Ruhrschnellweg B 1 / A 40. The best interstate exit to take from A 45 is "Dort­mund-Eichlinghofen" (closer to Campus Süd), and from B 1 / A 40 "Dort­mund-Dorstfeld" (closer to Campus Nord). Signs for the uni­ver­si­ty are located at both exits. Also, there is a new exit before you pass over the B 1-bridge leading into Dort­mund.

To get from Campus North to Campus South by car, there is the connection via Vogelpothsweg/Baroper Straße. We recommend you leave your car on one of the parking lots at Campus North and use the H-Bahn (suspended monorail system), which conveniently connects the two campuses.

TU Dort­mund University has its own train station ("Dort­mund Uni­ver­si­tät"). From there, suburban trains (S-Bahn) leave for Dort­mund main station ("Dort­mund Hauptbahnhof") and Düsseldorf main station via the "Düsseldorf Airport Train Station" (take S-Bahn number 1, which leaves every 20 or 30 minutes). The uni­ver­si­ty is easily reached from Bochum, Essen, Mülheim an der Ruhr and Duisburg.

You can also take the bus or subway train from Dort­mund city to the uni­ver­si­ty: From Dort­mund main station, you can take any train bound for the Station "Stadtgarten", usually lines U41, U45, U 47 and U49. At "Stadtgarten" you switch trains and get on line U42 towards "Hombruch". Look out for the Station "An der Palmweide". From the bus stop just across the road, busses bound for TU Dort­mund University leave every ten minutes (445, 447 and 462). Another option is to take the subway routes U41, U45, U47 and U49 from Dort­mund main station to the stop "Dort­mund Kampstraße". From there, take U43 or U44 to the stop "Dort­mund Wittener Straße". Switch to bus line 447 and get off at "Dort­mund Uni­ver­si­tät S".

The H-Bahn is one of the hallmarks of TU Dort­mund University. There are two stations on Campus Nord. One ("Dort­mund Uni­ver­si­tät S") is directly located at the suburban train stop, which connects the uni­ver­si­ty directly with the city of Dort­mund and the rest of the Ruhr Area. Also from this station, there are connections to the "Technologiepark" and (via Campus Süd) Eichlinghofen. The other station is located at the dining hall at Campus Nord and offers a direct connection to Campus Süd every five minutes.

The AirportExpress is a fast and convenient means of transport from Dortmund Airport (DTM) to Dortmund Central Station, taking you there in little more than 20 minutes. From Dortmund Central Station, you can continue to the university campus by interurban railway (S-Bahn). A larger range of international flight connections is offered at Düsseldorf Airport (DUS), which is about 60 kilometres away and can be directly reached by S-Bahn from the university station.

The facilities of TU Dortmund University are spread over two campuses, the larger Campus North and the smaller Campus South. Additionally, some areas of the university are located in the adjacent "Technologiepark".

Street navigation from and to the TU Dortmund University:

OpenStreetMap Routing Machine

The document and the graphic represent the motorways and federal highways around the TU Dortmund University in a very simplified way:

Environment map (PDF)

Environment map (graphic)

This interactive map helps you find and navigate between facilities and buildings on campus:

Interactive campus map

This document contains a simple campus map in German and English:

Campus map (PDF)